A COGNITIVE LINGUISTICS APPROACH TO TEACHING SPANISH …iclc2013/PRESENTATIONS/... · verbs will...
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A COGNITIVE LINGUISTICS APPROACH TO TEACHING SPANISH POR AND PARA Lauren Negrete (Georgetown University) Lisa Warren (The New Century School) Elizabeth KIssling (James Madison University) Presented by Andrea Tyler (Georgetown University)
Transcript of A COGNITIVE LINGUISTICS APPROACH TO TEACHING SPANISH …iclc2013/PRESENTATIONS/... · verbs will...
A COGNITIVE LINGUISTICS APPROACH TO TEACHING SPANISH POR AND PARA Lauren Negrete (Georgetown University) Lisa Warren (The New Century School) Elizabeth KIssling (James Madison University) Presented by Andrea Tyler (Georgetown University)
The learning problem: Textbook presentation
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Enfoques, third edition. Vista Higher Learning.
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The learning problem: Pinto & Rex (2006)
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Pinto & Rex (2006)
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Pinto & Rex (2006)
Prior CL work: Lam (2009)
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Prior CL work: Lam (2009)
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The Primary Meaning: Path through a container
Alongside Time Elapsed
Las personas caminan por la playa. La futbolista corre por el campo hasta la portería.
Estudiamos por dos horas.
Containment
Vagaron por la casa y encontraron a sus amigos.
Temporal, Por ahora,
Por lo general
Inclination Por supuesto
Un 30 por ciento de los estudiantes hablan inglés.
Proportion Multiplication,
Division, Units of Measure
La tomé por Carolina.
Exchange Las personas van a Madrid por tren.
Means Por casualidad
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El hombre lucha por la justicia.
Motivation Por eso
Pablo estaba cansado por su tarea.
Cause
War and Peace fue escrito en 1869 (por Leo Tolstoy).
Passive
Siempre voto por el mejor candidato.
Our study: the network of por
The Primary Meaning: Destination
Deadline
El profesor salió para la universidad La tarea de matemáticas es para viernes
Julio hizo el pastel para Juanito
Recipient
Comparison
Consuela camina rapidamente para no llegar tarde a la clase de ciencias.
Desired Outcome
Estudiar mucho es muy importante para los estudiantes
Judgment
Work
Trabajo para una compañía muy grande
Uso tijeras para cortar el papel.
Use
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Para colmo Para entonces
Javier es muy alto para un niño de diez años
Our study: the network of para
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Instruc(onal Sequence 1/14 No preposi,on with buscar, esperar, pedir
1/28 Por: Path through container, Alongside, Time Elapsed
2/6 Por: Containment, Inclina,on
2/11 Por: Propor,on, Mul,plica,on, Units of measure
2/13 Por: Exchange
2/25 Por: Means, Mo,va,on, Cause, Passive
3/13 Por: Review of network
4/1 Para: Des,na,on, Deadline, Recipient, Employment
4/8 Para: Comparison, Judgment
4/15 Para: Desired outcome, Use. No preposi,on with impersonal expressions
4/24 Para: Review of network
EXPERIMENTAL (+CL) GROUP
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The Primary Meaning: Path through a container
Alongside Time Elapsed
Las personas caminan por la playa. La futbolista corre por el campo hasta la portería. . Estudiamos por dos horas. 14
Vagaron por la casa y encontraron a sus amigos en la cocina.
(They wandered around the house and found their friends in the kitchen.)
The people did not walk in a straight line through the house, they moved in an indirect path within it.
Containment Sense 15
The “containment” sense of por also comes directly from the Primary Meaning.
Once again, we still have the container…
…and we still have the path.
This time the path does not move through the container, but WITHIN the container.
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But why does the path line curve?
Because when the path is kept within the container the path is not deliberate or in a straight line.
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Containment is similar to the idea of “all around place X,” “somewhere in place X” or “sometime during the period of X”
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Quiero viajar por Rusia después de graduarme.
(I want to travel around Russia after I graduate.)
Example 2 - Containment Russia is the container against which the movement is placed.
La casa está por aquí.
The verb used in the “containment” sense does not have to be a verb of movement.
Once again, there is not straight line of movement, but the verb is still occurring within the container.
(The house is around here.)
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Example 3 - Containment
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Hay papeles por toda la oficina.
(There are papers all over the office.)
Example 4 - Containment
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Vivo por acá.
(I live around here.)
Example 5 - Containment
• Create your own example sentence to illustrate the containment sense of por.
¡Te toca!
The Primary Meaning: Path through a container
Alongside Time Elapsed
Las personas caminan por la playa. La futbolista corre por el campo hasta la portería.
Estudiamos por dos horas.
Containment
Vagaron por la casa y encontraron sus amigos.
Temporal, Por ahora,
Por lo general
Inclination Por supuesto
Un 30 por ciento de los estudiantes hablan inglés.
Proportion Multiplication,
Division, Units of Measure
La tomé por Carolina.
Exchange Las personas van a Madrid por tren.
Means Por casualidad
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El hombre lucha por la justicia.
Motivation
Por eso
Pablo estaba cansado por su tarea.
Cause
War and Peace fue escrito en 1869 (por Leo Tolstoy).
Passive
Siempre voto por el mejor candidato.
Me intereso por las ciencias. Siempre voto por el mejor candidato.
(I am interested in science.) (I always vote for the best candidate.)
In both of these examples the speaker has shown interest, inclination, or endorsement of the focus of the sentence.
Inclination Sense
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The “inclination” sense of por also comes from the “containment” sense.
The person what the person is interested in
This is a metaphorical extension of the “containment” sense. The interest (or inclination, or endorsement) of the speaker is contained in the box. The box represents what the person is interested in. The person’s interest is located somewhere in the box, generally, but not on a particular directional path, so the path is drawn wavy here.
interest/inclination
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¡Qué interesante!
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It is important to note that only a few verbs will use the preposition “por” in this manner: interesarse por votar por optar por
Some verbs will function like gustar and will use the object of interest as the subject of the verb: Me gusta mucho ir a la playa. Me encanta el cine.
Other verbs will simply not use a preposition: Aprecio el arte.
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Desafortunadamente, mis padres optaron por no visitarme este semestre.
En vez de visitarme, optaron por ir a Hawaii.
(Unfortunately, my parents opted not to visit me this semester.)
(Instead of visiting me, they opted to go to Hawaii.)
Example 2 - Inclination
CONTROL (-CL) GROUP
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First Use: Through
La futbolista corre por el campo hasta la portería.
The field is what she runs through
The player is running through the field to get to the goal.
Por means “through”
(The soccer player runs through the field toward the goal.) 29
Uses Covered 1: Through La futbolista corre por el campo hasta la portería.
2: Alongside Las personas caminan por la playa. 3: Time Elapsed Estudiamos por dos horas.
Vagaron por la casa y encontraron a sus amigos en la cocina.
(They wandered around the house and found their friends in the kitchen.)
In this case, por means “around,” as the action is happening within a certain area.
Around
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In this use, the action occurs around a certain area. In the previous example, that area was a house.
Where that action takes place might be more general, as in a country or a neighborhood:
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Quiero viajar por Rusia después de graduarme.
(I want to travel around Russia after I graduate.)
Example 2 - Around
La casa está por aquí.
The verb used in the “around” sense does not have to be a verb of movement.
(The house is around here.)
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Example 3 - Around
Por marks “around.”
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Hay papeles por toda la oficina.
(There are papers all over (around) the office.)
Example 4 - Around
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Vivo por acá.
(I live around here.)
Example 5 - Around
¡Te toca! • Create your own example sentence to illustrate the
around use of por.
1: Through Ex: La futbolista corre por el campo hasta la portería.
2: Alongside Ex: Las personas caminan por la playa. 3: Time Elapsed Ex: Estudiamos por dos horas. 4: Around Ex: Vagaron por la casa y encontraron a sus amigos. during, Por ahora Por lo general
9: Motivation Ex: El hombre lucha por la justicia. Por eso 10: Because Ex: Pablo estaba cansado por su tarea. 11: Passive Ex: War and Peace fue escrito en 1869 (por Leo Tolstoy).
5: Inclination Ex: Siempre voto por el mejor candidato. Por supuesto 6: Math Ex: Un 30 por ciento de los estudiantes hablan inglés. multiplication, division, unit of measure 7: Exchange Ex:La tomé por Carolina. 8: By Ex: Las personas van a Madrid por tren.
Por casualidad
Fill-in-the-blank test
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Multiple choice test 41
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Instruc(onal Sequence Wri(ng Tasks
1/11 Ac,vi,es you do in the morning, aPernoon, and evening (HW)
1/14 No preposi,on with buscar, esperar, pedir 1/18 Personal ad (HW)
1/28 Por: Path through container, Alongside, Time Elapsed 1/31 Profile (Composi,on) 2/1 What you do on a rainy weekend (HW)
2/6 Por: Containment, Inclina,on 2/6 What you do on the weekends (HW) 2/11 Por: Propor,on, Mul,plica,on, Units of measure 2/13 Por: Exchange
2/15 Biography of an actor (HW) 2/25 Por: Means, Mo,va,on, Cause, Passive 2/25 Twelve important life events (HW)
3/1 Five most important life events (HW) 3/13 Por: Review of network
3/24 Autobiography (Composi,on) 3/25 Sugges,ons for Laura (HW)
4/1 Para: Des,na,on, Deadline, Recipient, Employment 4/4 Describe your roommate and a Horrible day (Midterm)
4/8 Para: Comparison, Judgment 4/15 Para: Desired outcome, Use. No preposi,on with impersonal expressions
4/22 Best or worst day (in class) 5/1 Le[er to bad roommate and Best or worst vaca,on story (Final)
Coding for writing tasks
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Inaccurate Use of Para Sense of Para
Accurate Use of P
ara
BUT un
natural
in place of p
or
in place of o
ther
overuse
omission
Des,na,o
n De
adline
Recipien
t Em
ploymen
t Co
mparison
Judgem
ent
Desired
Outcome
Use
Para colmo
Para enton
ces
Sense no
t in PP
T Idiom not in PPT
Para que
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Preliminary Results: Tests Average Accuracy, Fill-in-blank and Multiple-choice Tests Averaged Together
+CL (n=21) -CL (n=16) Pretest Posttest Pretest Posttest
Mean SD Mean SD Mean SD Mean SD
para 51.19 12.84 64.05 15.13 52.29 11.62 70.63 16.32
por 50.32 9.94 70.16 12.31 53.68 15.38 74.58 12.76
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Items with <55% Pretest Accuracy para
Des,na,on Recipient Employment Comparison Para colmo Para entonces
52.63% 52.63% 42.11% 46.15% 23.68% 35.90%
por Path through a containter Alongside Containment Inclina,on Exchange Mo,va,on Elapsed Time Cause Passive
Por casualidad
35.90% 52.63% 44.74% 42.11% 51.28% 41.03% 39.47% 63.16% 46.15% 43.59%
no preposi/on
buscar pedir esperar impersonal expression
5.13% 12.82% 10.26% 13.16%
Preliminary Results: Writing 46
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Discussion • +CL appeared to be about as equally beneficial as –CL
• Equal groups? • Need more time to process? • Developmental readiness?
• Unique presentation lead to robust gains for both groups
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Remaining Questions • More fine-grained analysis of: results by individual, by
item, and by unique sense
• Input data and analyze scores on delayed posttests, exit questionnaires, and confidence reports
• Analyze individual difference factors like grades, etc., and their predictive value for determining who is likely to benefit from either type of instruction
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References • Curry, K. (2010). ¿Pero Para? ¿Por Qué?: The application of
the principled polysemy model to por and para. Unpublished manuscript.
• Lam, Y. (2009). Applying Cognitive Linguistics to the Teaching of the Spanish Prepositions por and para. Language Awareness, 18(1), 2-18.
• Lunn, P., & DeCesaris, J. (2007). Investigación de gramática (2nd edn). Boston: Thomson Heinle.
• Pinto, D. & Rex, S. (2006). The Acquisition of Spanish Prepositions por and para in a Classroom Setting. Hispania, 89(3), 611-622.
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